Resumo

GONZALEZ, Pilar Del Rocío Santiago et al. The flipped classroom and English reading comprehension in higher education students. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1329-1340.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.800.

The flipped classroom and reading comprehension have gained significant attention in the educational field recently because of their potential to improve learning processes. This study determined the relationship between these variables in higher education students. A basic quantitative approach with descriptive correlational design was used. The population consisted of 400 students, with a purposive sample of 120. The results indicated a low level of inverted classroom implementation (45.8%) and initial reading comprehension (58.3%) among students. It was concluded that there is a significant relationship between the use of the flipped classroom and reading comprehension, highlighting the need to improve language learning in this context.

Palavras-chave : English language learning; Reading comprehension; Higher education; English language teaching; Flipped classroom.

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